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Grade 3: Module 2A: Unit 1: Lesson 8 Continued Close Reading of Page 32 of Bullfrog at Magnolia Circle: Text-Dependent Questions, Main Ideas, and Key Vocabulary about the Bullfrog

GRADE 3: MODULE 2A: UNIT 1: LESSON 8

Continued Close Reading of Page 32 of

Bullfrog at Magnolia Circle:

Text-Dependent Questions, Main Ideas, and Key Vocabulary about the Bullfrog

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved.

NYS Common Core ELA Curriculum • G3:M2A:U1:L8 • June 2014

CCI Enhanced Module (Williamsville Central Schools) • March 2015 • 1

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can answer questions using specific details from informational text. (RI.3.1)

I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)

I can accurately use third-grade academic vocabulary to express my ideas. (L.3.6)

I can use information from illustrations (maps, photographs) to understand informational texts. (RI.3.7)

I can describe how events, ideas, or concepts in an informational text are related. (RI.3.3)

I can explain what I understand about the topic being discussed. (SL.3.1)

Supporting Learning Targets Ongoing Assessment

• I can identify words or phrases the author chose for effect.

• I can answer questions using specific details from page 32 of Bullfrog at Magnolia Circle.

• I can explain why I chose specific details to answer questions about the text.

• I can determine the meaning of new vocabulary using clues in the text around a word.

• I can use the glossary to help me understand important science words.

• I can define the scientific concept of amphibian.

• I can explain what adaptations help bullfrogs survive.

• Close Reading as Researchers

recording form for page 32 of


Questions from the Text and Vivid

Words and Phrases


Continued Close Reading of 2 of






Agenda Teaching Notes

1. Opening

A. Engaging the Reader: Main Ideas about the

Bullfrog (8 minutes)

2. Work Time

A. Answering Text-Dependent Questions (27

minutes)

B. Using a Glossary: Key Vocabulary about the

Bullfrog (20 minutes)

3. Closing and Assessment

A. Review and Independent Writing (10 minutes)

4. Homework

A. Share the frog vocabulary from page 32 with

someone at home. Use the cards to play a game

like Memory to review the definitions.

• Students will need materials from Lesson 7: Bullfrog at Magnolia Circle and their Close Reading: Main

Ideas and Details recording form (for page 32).

• Review Cold Call and Helping Students Read Closely (Appendix).

• Though it follows a somewhat similar structure to earlier lessons, this lesson focuses more on helping

students to synthesize main ideas about the bullfrog. It also helps them to see how page 32 differs (in

structure, style, and purpose) from the other pages of Bullfrog at Magnolia Circle.

• Note that the vocabulary work in this lesson differs from the Vocabulary in Action routine in previous

lessons. The focus today is on using and building a glossary of key scientific terms that will help students

understand how bullfrogs survive. This serves as informal preparation for students’ work with vocabulary

notebooks, which begins in Unit 2. Assign each group to deal with just one of the five key vocabulary words;

it is fine if more than one group has the same word.

• Copy and cut up the terms boxes for page 32 of Bullfrog (see Supporting Materials).

• In preparation of Lesson 9, compile students’ materials from the unit into a work folder for use in Lesson 9

(Science Talk).








Lesson Vocabulary Materials

context, glossary, sketch

From page 32: film, amphibian,

bayou, crustacean, tadpole,

tympanum

• Bullfrog at Magnolia Circle (book; one per student)

• Students’ Close Reading: Main Ideas and Details recording form (for page 32; collected at the end of Lesson 7)

• Anchor chart: Close Reading: Main Ideas and Details recording form for page 32 of Bullfrog at Magnolia Circle (from

Lesson 7)

• Questions from the Text and Charting Vivid Words and Phrases for page 32 of Bullfrog at Magnolia Circle (one per

student)

• Glossary Terms and Questions for page 32 of Bullfrog at Magnolia Circle (one term per box, one box per group; several

groups may use the same term)

• Chart paper for triads’ sketches of key vocabulary terms (one piece of chart paper per group of three)

• Lesson 8 Homework (one per student)

Supplemental Materials

• Work Time B: Teacher Reference (describes options for vocabulary glossary charts)

• Glossary Terms Template (optional; see Work Time B: Teacher Reference in Supporting Materials)








Opening Meeting Students’ Needs

A. Engaging the Reader (8 minutes)

• Gather the students together with their Lesson 7 Homework papers. Use a simple sharing protocol to allow students

to share their Lesson 7 Homework.

• Ask students to share with a partner what two paragraphs they chose as their favorites when they reread page 32 for

homework:

* “What two paragraphs did you find most interesting? Why?” (use the homework paper)

• Make sure that all students have their copy of the text Bullfrog at Magnolia Circle. Return students’ Close

Reading: Main Ideas and Details recording form for page 32 (from Lesson 7). Tell them that as they have

many times before, they are going to reread the text again today, focusing even more carefully on the key details, the

illustrations, and specific words that the author chooses to describe the bullfrog.

• Remind students that page 32 is structured differently from the more “story-like” pages in the rest of the book. The

purpose of this page is to help summarize a lot of important information about frogs. The author focused on including a

lot of very specific facts.

• Point out one example. Read aloud the first sentence as the class follows along: “Bullfrogs begin life as one of

approximately 10,000 to 20,000 tiny eggs laid in a thin jelly-like film amongst plants floating on the surface of a body of

slow-moving water.”

• Cold call a few students to share:

* “What other details or facts did you learn about bullfrogs?”

• Probe about the word film. What might this word mean? Guide students toward the understanding that in this context,

film means a sort of goo, or sticky-like substance.

• Share the learning target: “I can identify words or phrases the author chose for effect.”

• Remind students that they started seeing this target several lessons ago. Ask students to review with a partner what the

phrase for effect means. Cold call students to share out. Listen for answers such as: “It’s something the author did on

purpose to make the reading more interesting.” Review as needed.

• Tell students that they will have a chance to identify other words and phrases they feel the author used for effect a little

later in the lesson.

• ELLs or struggling readers could share

just one paragraph of text rather than

two paragraphs.

• Posting sentence frames can assist

ELLs and other students needing

additional support in contributing to

classroom discussions.








Work Time Meeting Students’ Needs

A. Answering Text-Dependent Questions and Charting Vivid Words and Phrases (27 minutes)

• Orient students to the following three learning targets:

* “I can answer questions using specific details from page 32 of Bullfrog of Magnolia Circle.”

* “I can explain why I chose specific details to answer questions about the text.”

* “I can define the scientific concept of amphibian.”

• Point students to the glossary, and remind them that this is a common feature of informational texts that help readers

understand key concepts because definitions of words and terms are provided.

• Direct students to the Close Reading: Main Ideas and Details anchor chart for Pages 32 of Bullfrog at

Magnolia Circle, which was created during Lesson 7. Remind students that today they will continue rereading, talking,

and writing about this challenging text to understand it even better.

• Ask students to turn to page 32 of Bullfrog at Magnolia Circle and distribute the Questions from the Text and

Charting Vivid Words and Phrases (for page 32). Review the process with students:

* First, read the questions (Part 1).

* Then, read the entire text (page 32), keeping those questions in mind. Locate details that can be used as evidence to

answer a question. Use sticky notes to write notes about the evidence found.

* Talk about the evidence with your group.

* Write their answers on your own in complete sentences.

• Draw students’ attention to Part 2: Vivid Words and Phrases. If necessary, remind students of the learning target: “I can

identify words or phrases the author chose for effect.” Tell students that as they’re rereading and looking for evidence,

they should also try to identify 2-3 words or phrases they feel the author used for effect.

• Give students 15 minutes to work independently to locate evidence. Circulate and support students in finding evidence.

• After 15 minutes, give students 5 minutes to discuss with their group the evidence they found for each question.

• Give students 10 minutes to write out the answers to the questions on their Close Reading: Questions from the Text

papers. If they haven’t identified and charted words in Part 2, they should do so at this time.

• Consider allowing students to draw

their answers to the questions when

appropriate. This allows all students to

participate in a meaningful way.

• Consider writing and displaying steps

answering text-dependent questions

and use nonlinguistic symbols to match

each step. Students can return to steps

to make sure they are on track.








Work Time (continued) Meeting Students’ Needs

B. Using a Glossary: Key Vocabulary about the Bullfrog (20 minutes)

• As in previous lessons, students will now work with the words they wrote down or circled during their rereading of

Bullfrog at Magnolia Circle and other key vocabulary terms identified by the teacher. The purpose and process of

today’s vocabulary work differs from that of previous lessons.

• Gather students back together as a group, and read three of the learning targets:

* “I can determine the meaning of new vocabulary using clues in the text around a word.”

* “I can use the glossary to help me understand important science words.”

* “I can define the scientific concept of amphibian.”

• Remind students that as they have read this book, they have been figuring out lots of words based on context (the words

around the word they are trying to understand). They have also looked at the illustrations to help them.

• Point out that page 32 does not have any illustrations but it has a glossary.

• Explain to students: “As we have discussed, the glossary on page 32 gives us a summary of a lot of important main ideas

about the bullfrog. We need to start a list of words that we think are especially important to helping us understand how a

bullfrog survives. So today, instead of performing little skits, we are going to spend more time looking at the glossary, and

thinking about what other words we might want to add if we were making our own list of important vocabulary words for

this page in Bullfrog at Magnolia Circle.”

• Students will work with this new tool for learning new words, and create their own illustrations: little drawings, or

sketches, for the words in the glossary. They will also probe a little more about each of the words by looking back at pages

and answering some questions.

• Project a copy of Glossary Terms and Questions for page 32 of Bullfrog at Magnolia Circle to review the

directions of the upcoming activity.

• Read the term and glossary definition aloud

• Define the word in italics in your own words. What does the word mean?

• Answer the questions about your word.

• Talk about any other words you don’t know.

• Increase interactions with vocabulary

in context. This increases the rate of

vocabulary acquisition for ELLs.








Work Time (continued) Meeting Students’ Needs

• Reread identified pages of the text for more information about this key word.

• Make a chart that includes three things: the word, your definition, and a sketch that will help your classmates

understand the word

• Choose one person to explain your chart to the class.

• There are 5 words on Glossary Terms and Questions for page 32 of Bullfrog at Magnolia Circle. This document is

designed to be easily cut into separate sections, one section for each word. Each group will be assigned one word

(tympanum, crustacean, amphibian, tadpole, or bayou) and create one chart. Ask students to work with their same teams

of three from the Vocabulary in Action activities in Lessons 4 and 6.

• Distribute a piece of chart paper to each group. Give students 10 minutes to discuss and create their charts. Circulate

and support as needed. Students may want to add additional words collected during their reading. This may require

additional time (or triads can continue to add to the charts over the next days).

• Then take 5 to 10 minutes for each group to present their chart. After each group shares, ask them:

* “How does this word help us understand something important about how bullfrogs survive?”








Closing and Assessment Meeting Students’ Needs

A. Review and Independent Writing (10 minutes)

• Gather students back together. Focus students on the two learning targets: “I can answer questions using specific details

from page 32 of Bullfrog at Magnolia Circle,” and “I can use the glossary to help me understand important science

words.”

• Use a simple sharing protocol to allow students to show their perceived level of success with these two targets.

• Emphasize that today the text they read was a summary of a lot of what they have been learning about bullfrogs. Give

students 5 minutes to complete the Exit Ticket (copying key vocabulary definitions)

• Congratulate students on their careful reading of the informational page in Bullfrog at Magnolia Circle. Tell them that

tomorrow, they will get to use everything they have been learning in a Science Talk. In the Science Talk, they will be

discussing how bullfrogs survive

• Provide nonlinguistic symbols to match

the words predator and prey.

Homework Meeting Students’ Needs

• Share the frog vocabulary from page 32 with someone at home. Use the cards to play a game like Memory to review the

definitions of these important words from the book.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license.

Grade 3: Module 2A: Unit 1: Lesson 8 Supporting Materials





Questions from the Text and Charting Vivid Words and Phrases

(page 32 of Bullfrog at Magnolia Circle)

Name:

Date:

Part 1: Questions from the Text 1. In paragraph 1, what does it say about how long it takes for a frog egg to become an

adult frog? Use details from the text to support your answer.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

2. How are tadpoles and frogs alike? How are they different? Use details from the text

and the glossary to support your answer.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________





Questions from the Text and Vivid Words and Phrases

(page 32 of Bullfrog at Magnolia Circle)

3. In paragraph 5 on page 32, it says:

“Because they are highly prized by people for the meat in their long legs, they have been moved

to many places outside of their natural homes.”

What does the word prized mean in this context?

_________________________________________________________

_________________________________________________________

How does the fact that bullfrogs are prized explain why they live in so many places?

Use details from the text to support your answer.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Part 2: Vivid Words and Phrases on Page 32

Vivid words and phrases (words used for effect)

Why you think the author chose these specific words






(page 32 of Bullfrog at Magnolia Circle) (Alternate)

Name:

Date:

Part 1: Questions from the Text

1. In paragraph 1, what does it say about how long it takes for a frog egg to become an

adult frog? Use details from the text to support your answer.

Tiny tadpoles emerge from eggs in _____________________________

Live as tadpoles for __________________________________

Possibly another _______________________ to become ______________

and to mate

_____________ + _____________ + _____________ = _____________

It could take _____________________ for a frog egg to become an adult frog.







2. How are tadpoles and frogs alike? How are they different? Use details from the text

and the glossary to support your answer.

Use the definition of ‘tadpole’ in the glossary to find two differences:

1. Tadpoles ________________________________________________

Adult amphibians (frogs) _____________________________________

2. Tadpoles ________________________________________________

Adult amphibians (frogs) _____________________________________

How are tadpoles and frogs alike? (hint: think what they are…)

________________________________________________________







3. In paragraph 5 on page 32, it says:

“Because they are highly prized by people for the meat in their long legs, they have been moved

to many places outside of their natural homes.”

What does the word prized mean in this context?

Based on the way the word ‘prized’ in used, I think it means ________________

_________________________________________________________

How does the fact that bullfrogs are prized explain why they live in so many places?

Use details from the text to support your answer.

Bullfrogs are prized because people like to ___________ the _____________

in bullfrogs’ long _____________. That is why they live in so many places.

Part 2: Vivid Words and Phrases on Page 32

Vivid words and phrases (words used for effect)

Why you think the author chose these specific words





Work Time B: Teacher Reference

The vocabulary work in this lesson differs from the Vocabulary in Action

routine in previous lessons. The focus today is on using and building a

glossary of key scientific terms that will help students understand how

bullfrogs survive. This serves as informal preparation for students’ work

with vocabulary notebooks, which begins in Unit 2.

Options for this activity:

1. Each group of three students is assigned 1 word (tympanum, crustacean,

tadpole, amphibian, or bayou) and creates a chart for the one word to

present to the class. This is the idea presented in the lesson.

2. Each group of three students creates one chart with all five words

(tympanum, crustacean, tadpole, amphibian, and bayou). Additional words

can be added to their chart (time permitting). If doing this option, students

can use 8.5 x 11 paper, 5 x 8 index cards, or copies of the Glossary Terms

Template available in Supporting Materials for each individual word.

3. Each student creates their own “mini-chart” using 12 x 18 paper, folded

into six boxes. Use 5 of the boxes for the 5 words and the sixth box for the

student to write their name.





Glossary Terms and Questions for Page 32

of Bullfrog at Magnolia Circle

Each group will be making a chart to illustrate one of the scientific terms. Each group

gets one word to focus on and work with. Choose one person to explain your chart to

the class.

□ Read the term and definition…

Amphibian: An animal with a backbone, moist skin, and usually two life stages.

□ Define amphibian in your own words.

□ Reread page 6 in the text. What other information does it give you to help you understand what an

amphibian is?

□ Does the illustration on page 7 help you understand what an amphibian is? Why or why not?

□ Make a chart that includes the word, your definition, and a sketch (a simple drawing) that will help

your classmates understand the word amphibian.


Bayou: A marshy course of water leading to a lake or river.

□ Define bayou in your own words.

□ What specific words on page 5 in the text help you understand how the waters in a bayou move?

□ Look at the illustrations on pages 5 and 31. Do they help you understand what a bayou is? Why or

why not?


your classmates understand the word bayou.






Crustacean: An animal without a backbone, often living inside a shell.

□ Define crustacean in your own words.

□ Reread page 9. What specific crustacean does this page describe?

□ Look at the illustration on page 9. How does it help you understand the definition of crustacean?


your classmates understand the word crustacean.


Tadpole: An immature amphibian in a stage after egg but before adult; tadpoles live and breathe

underwater. Adult amphibians may live in or near water but breathe air.

□ Define tadpole in your own words.

□ Reread page 6 in the text. How long did it take the tadpole to grow into a fully grown bullfrog?

□ Flip through all of the pages of the book. Do you see any illustrations of tadpoles?


your classmates understand what a tadpole is.


Tympanum: An external eardrum. The large circles on the side of a frog’s

head just behind the eyes are the tympana.

□ Define tympanum in your own words.

□ Flip through all of the pages of the book. Which illustration best helps you understand what a

tympanum is?

□ Reread page 32 in the text. How might a bullfrog’s tympana help it survive?


your classmates understand the word tympanum.





Glossary Terms Template

Word: _________________________________________

My definition: _________________________________________________ ___________________________________________________________





Exit Ticket

Name:

Date:

Use the class charts to copy the definitions.

Key vocabulary about frogs Definitions

amphibian

_________________________________

_________________________________

_________________________________

bayou

_________________________________

_________________________________

_________________________________

crustacean

_________________________________

_________________________________

_________________________________

tadpole

_________________________________

_________________________________

_________________________________

tympanum

_________________________________

_________________________________

_________________________________





Lesson 8 Homework

Name:

Date:

Share the frog terms with someone at home. Play a game like Memory with the cards.

tympanum (singular noun)

An external eardrum. The large circles on the side of a frog’s head just behind

the eyes are the tympana.

crustacean (singular noun)

An animal without a backbone, often living inside a shell

amphibian (singular noun)

An animal without a backbone, often living inside a shell

tadpole (singular noun)

An immature amphibian in a stage

after egg but before adult; tadpoles live and breathe underwater.

bayou (singular noun)

A marshy course of water leading to a lake or river.

grade 3: module 2a: unit 1: lesson 8 continued close ... us/board of education/archived... · grade...

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